Download or read book The Effects of Solmization and Rhythmic Movement Training on the Achievement of Beginning Group Piano Students at the Elementary School Level written by Yu-Jane Yang and published by . This book was released on 1994 with total page 658 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning from Young Children written by Suzanne L. Burton and published by R&L Education. This book was released on 2011-08-16 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: In early childhood, the most important period of learning and human development, young children often achieve developmental milestones in a short time. Learning from Young Children: Research in Early Childhood Music presents research on the importance of fostering musical growth during this period. These studies discuss: · applying brain research to young children's musical growth · music in the home and child-care contexts · musical characteristics of the young child · language acquisition as a lens on music learning · music as a foundation for communication · parental conceptions of the role of music in early childhood · music as a pathway for building community · using music to elicit vocalizations in children with special needs With research designs ranging from statistical, mixed methods, survey, content analysis, and case study, to philosophical inquiry, this book will help practitioners base their practice in research and offers a wide range of information for scholars and researchers studying early childhood music learning and development.
Download or read book Kodaly in the Kindergarten Classroom written by Micheal Houlahan and published by Oxford University Press. This book was released on 2015-03-06 with total page 577 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the mid-twentieth century, Zoltán Kodály's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. Kodály in the Kindergarten Classroom is the first comprehensive handbook to update and apply the Kodály concepts to teaching music in early childhood classrooms. Kodály in the Kindergarten Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltán Kodály), authors Micheál Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for kindergarteners' particular developmental stages but also one which integrates vertically between kindergarten and elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching kindergarteners to sing, move, play instruments, and develop music literacy skills. In addition, Kodály in the Kindergarten Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodály philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Over 100 children's books are incorporated into Kodály in the Kindergarten Classroom, as well as 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.
Download or read book The Effect of Suzuki Instruction and Early Childhood Music Experiences on Developmental Music Aptitude and Performance Achievement of Beginning Suzuki String Students written by Lelouda Stamou and published by . This book was released on 1998 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1995 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Improving Student Achievement written by Gordon Cawelti and published by Editorial Projects in Education. This book was released on 2004 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: This updated report is an essential tool for school leaders and practitioners alike, and is the single most authoritative source for effective K-12 teaching and learning practices across the content areas. This one volume brings together in readable, concise language the authoritative research on effective classroom practices in all major disciplines currently taught in elementary and secondary schools: the arts, foreign language, health, language arts, physical education, mathematics, social studies, and science, as well as generic practices that apply across all disciplines. This third edition includes over 100 research-based classroom strategies, and features a new chapter that synthesises the research on high-performing school districts, and discusses ways school districts can support instructional improvement.
Download or read book The Effects of Motor Movement on Elementary Band Students Music and Movement Achievement written by James Edward O'Leary and published by . This book was released on 2010 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study was to examine the effects of movement instruction on the musical and movement achievement of beginning band students. The following research questions were explored: (a) Does the use of rhythmic motor movements during instrumental lessons influence the rhythmic achievement of beginning band students? (b) Does the type of movement affect the rhythmic achievement of beginning band students? (c) Are students' music abilities influenced by the incorporation of movement and music? and (d) Are students' movement abilities influenced through the incorporation of music and movement? Fifth-grade students ( N = 100) were randomly assigned to one of five treatment groups for this study. The instruction in four of the treatment groups incorporated a unique movement technique, while the fifth group used no movement. Subjects performed a pretest, and after a 16 week period of instruction, performed a posttest. Music performance results were analyzed using a five-way ANCOVA to examine if there were significant differences in the adjusted posttest scores between groups. Results for the music performance test indicated significant differences between the movement groups with the foot tapping, stepping, and swaying groups achieving the highest mean scores. Movement results indicated significant differences among the groups, with the highest mean scores achieved by the stepping and swaying groups in the measurements of continuity, ease of execution, and rhythmic movement subtests. Among the conclusions of the study is that rhythmic achievement in elementary band and movement are mutually beneficial.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1994 with total page 800 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Improvisation in Given Rhythms on Rhythmic Accuracy in Sight Reading Achievement by College Elementary Group Piano Students written by David R. Montano and published by . This book was released on 1983 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Singing and Solmization Training on the Musical Achievement of Beginning Fifth Grade Instrumental Students written by Michael Paul Dunlap and published by . This book was released on 1989 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: chanted rhythmic patterns using rhythmic syllables and performed melodic patterns and instrumental songs exclusively on their instruments. Other than these differences, instruction was identical.
Download or read book RHYTHMIC MOVEMENT AND ITS EFFECT ON THE MUSIC ACHIEVEMENT OF FOURTH GRADE CHILDREN written by JOY ANTHONY DOUGLASS and published by . This book was released on 1977 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Movement based After school Music Program on Music Underachievers Musical Achievement Social Development and Self esteem written by Gwan Ki Yun and published by . This book was released on 2011 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of an after-school music program on music underachievers' musical achievement, social development and self-esteem. A true-experimental pretest-posttest design was used and included 14 hours of treatment time. The subjects (N = 66), fifth-grade students were randomly selected from the lowest quartile of scores on Colwell's Music Achievement Test (MAT), which was administered to all fifth-grade students (N = 494) in three Korean elementary schools. The treatment group (n =33) experienced a movement-based after-school music program (MAMP); the control group (n = 33) did not receive the after-school music program. Measurements included sections of Colwell's Music Achievement Test (MAT), Kim's Social Development Scale (SDS), and Hare's Self-Esteem Scale (HSS). The researcher and music teachers of each school administered all measurements. Fourteen treatment lessons occurred over fourteen weeks. One-way analyses of covariance tests were used to test for post-test differences between groups. A significant difference was found in music achievement total scores of the MAT with the treatment group scoring higher scores than the control group. There were no significant differences for interval and meter discrimination tests of MAT. There were no significant differences between treatment and control groups in the post-test scores of the Social Development Scale (SDS) and the Self-Esteem Scale (HSS). However, for both tests, mean scores increased for the treatment group and decreased for the control group. Results from this study suggest that a movement-based after-school music program promotes music underachievers' musical growth and may also support music underachievers' social development and self-esteem.
Download or read book The Effects of Orff Schulwerk Instruction on Rhythmic Achievement in Beginning Band written by Nicola Francesca Mason and published by . This book was released on 2012 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Development of Strategies for Teaching Selected Creative Activities to Elementary Students in Group Piano Lessons written by Shuang Li and published by . This book was released on 2012 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis had three main purposes. First, this study identified significant music concepts that are taught in the beginning level of children's group piano lessons. Second, this study designed activities for developing the creativity of beginners using these selected musical concepts. The last purpose was to provide teaching strategies for the selected creative activities in group lessons for four to six children. The thesis was limited to a discussion of creativity in the beginning level, including preparatory, level one, and level two. Four beginning method books, Celebrate Piano, Alfred's Basic Piano Course, Bastien Piano Basics, and Piano Adventures, were analyzed to determine the musical concepts learned by beginning piano students. Creative activities were designed for four of these beginning musical concepts. These concepts were rhythm, intervals, chords, and dynamics. The creative activities for the beginning levels were limited to creative stories, call and response, question and answer, creative ensemble, expressive choice, composition of two or four measures, accompaniments for a melody, and simple variations of melody and rhythm. The teaching strategies were designed for weekly group lessons in a studio with two pianos. The methodology included bibliographic research. The thesis concluded that simple creativity may be taught in group piano lesson. A clear and logical presentation, varied activities, and feedback are necessary when teaching creativity.
Download or read book The Developments and Implementation of a Beginning Improvisation Curriculum for Freshman Collegiate Group Piano Classes written by Cynthia Burch Ramsey and published by . This book was released on 2008 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to investigate improvisation in the collegiate group piano class. The problems of this study were to 1) examine selected group piano textbooks to determine if improvisation examples have been included; 2) develop a one semester, beginning improvisation curriculum for a freshman collegiate group piano class; 3) identify and compare student learning reactions to improvisation integration in the group piano curriculum; 4) compare improvisation achievement of freshman college group piano students receiving traditional and researcher designed curriculum; and 5) to examine the predictive validity of the Advanced Measures of Music Audiation (AMMA) regarding the acquisition of keyboard improvisation skills and keyboard improvisation achievement. Group piano instructors wishing to incorporate improvisation in their classes may want to examine textbooks by Heerema, Hilley and Olson, Mach, and Lancaster and Renfrow. The researcher generated curriculum was well received and student perceptions (regardless of treatment) of improvisation were positive as the majority of students revealed that their successful keyboard improvisations surprised them. Pretest/Posttest findings suggest that the participants in this study (n = 14) increased their improvisation achievement skills 77 points from a pretest mean of 29 (sd = 38.59) to a Posttest mean of 106 (sd = 89.75). A two way, repeated measures (mixed design) ANOVA was calculated and no significant effect was found between the student’s percentile rank reported on the Total Test of the Advanced Measures of Music Audiation (AMMA) and the scores gained between the Pretest/Posttest administration of the Keyboard Improvisation Achievement Test (KIAT). The findings of this study suggest that instruction in improvisation is beneficial to students enrolled in freshmen collegiate group piano classes. Participants in this study reported that improvisation increased their concentration skills and though they were often anxious about performing in front of their peers, they enjoyed listening and learning from their classmates. Music educators are encouraged to include improvisation in their class teachings and the group piano class is an excellent venue to promote and develop this skill as it provides students an outlet to spontaneously express their musical thoughts.
Download or read book Handbook of Research on Music Teaching and Learning written by Richard Colwell and published by New York : Schirmer Books ; Toronto : Maxwell Macmillan Canada ; New York : Maxwell Macmillan International. This book was released on 1992 with total page 856 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Movement Instruction on Children s Singing Achievement Scores written by Mary Kathleen Newell and published by . This book was released on 2013 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to investigate the effects of movement instruction on children's singing achievement scores. When controlling for age, four overarching questions and nine sub-questions were asked. First, when controlling for age, how do pitch achievement scores at the outset compare to pitch achievement scores after movement instruction? 1) Is there a significant main effect of type of instruction on children's pitch achievement scores (between subjects)? 2) Is there a significant main effect of time on children's pitch achievement scores (within subjects)? 3) Is there a significant instruction and time interaction? Second, when controlling for age, how do rhythm achievement scores at the outset compare to rhythm achievement scores after movement instruction? 4) Is there a significant main effect of type of instruction on children's rhythmic achievement scores? 5) Is there a significant main effect of time on children's rhythmic achievement scores? 6) Is there a significant instruction and time interaction? Third, when controlling for age, how do singing voice development scores at the outset compare to scores after movement instruction? 7) Is there a significant main effect of type of instruction on children's singing voice development scores? 8) Is there a significant main effect of time on children's singing voice development scores? 9) Is there a significant instruction and time interaction? Fourth, descriptively, what is the effect of gender on students' pretest and posttest pitch achievement scores, rhythm achievement scores, and singing voice development measure scores? Second, third, and fourth grade students (N = 143) participated in the study. Subjects were randomly assigned to one of three treatment groups receiving different instruction: steady beat movement, continuous fluid movement, or a control group receiving no movement instruction. A researcher-designed criterion song was used as a pretest and posttest measure. Pitch and rhythm achievement scores were assessed using Praat Software. Three raters assessed singing performances using Rutkowski's Singing Voice Development Measure. Three split-plot Analyses of Covariance were run on the data. Results indicated that there was a significant interaction between treatment and time on pitch achievement scores. Post hoc analyses revealed no significant differences among treatment groups for pitch achievement scores. Results indicated that there was a significant interaction between treatment and time for Singing Voice Development Measure scores. Post hoc analyses revealed that the treatment group receiving continuous fluid movement significantly outscored the treatment group receiving steady beat movement. No significant differences were found on rhythm achievement scores. Descriptively, females outscored males on pitch, rhythm, and singing voice development measure scores for both pretest and posttest measures.
